Abstract
This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.
Highlights
Background of the Research Participants ReconnectingLearning was conducted in a one-on-one setting
Two main themes emerged in the present study: (1) Reconnecting Learning is an instructionalbased intervention; and (2) Reconnecting Learning appears to be a potentially useful intervention for teaching counting to the dyscalculic pupil
Theme 1: Reconnecting Learning as A Structured Approach Intervention The results presented are used to answer the first research question
Summary
Background of the Research Participants ReconnectingLearning was conducted in a one-on-one setting. Malaysia Numeracy Remedial Assessment (MNRA) is a numeracy screening instrument that aims to identify at-risk pupils, and it helps remedial teachers to prepare and design remedial teaching and learning activities (MOE, 2012). Based on his past MNRA result, he has been categorized into a group which indicates that he did not master pre-numbers and number concepts and that he could not recognise numbers. Daisy followed the guidelines provided in the training course to prepare her daily lesson plans and teaching resources. She always recorded her reflections immediately after the lessons. Daisy had two mathematics lessons (30 minutes in each lesson) with her year one numeracy remedial pupils on every Monday and Friday
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